Zero Tolerance and Other Plays: Disrupting Xenophobia, Racism and Homophobia in School
Jan 2014 · Springer Science & Business Media
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6
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A wealth of evidence demonstrates that disabled domestic students experience disabling barriers in such areas as funding, pedagogy and social life in Higher Education (HE). Research also indicates that non-disabled international students experience a wide range of cultural and linguistic difficulties throughout their university experience whilst studying in England. Nevertheless, there is a dearth of research concerning the specific experiences of disabled international students in English universities. With the increasing internationalisation of HE in the past two decades this is highly significant. Analysing disabled international students’ accounts in British universities appears to be all the more pertinent due to the current austerity measures, which have impacted on the financial situation of Higher Education Institutions. Armineh Soorenian comments on the relevance of inclusive educational theories and policies within an increasingly internationalised HE system, with reference to disabled international students’ experiences in England. The project is both timely and appropriate as there is an acute shortage of documentation on the application of policies for the inclusion of disabled students and disabled international students specifically in English universities. The findings identify key barriers in the four broad categories of (1) Information, Access and Funding; (2) Disability Services; (3) Learning and Teaching; and (4) Non-Disability Support Services such as accommodation and social life. The study provides an up-to-date snapshot of disabled international students’ accounts and the multiple disadvantages they experience in their universities based on their identities as ‘disabled’, ‘international’ and sometimes ‘mature’ students. The author also draws on a number of insights which could contribute towards a more inclusive HE system. The implication of concentrating on disabled international students’ experiences have directramifications, not only for this specific group, but also a wide range of students from diverse minority backgrounds who could gain from inclusive practices in education.
A wealth of evidence demonstrates that disabled domestic students experience disabling barriers in such areas as funding, pedagogy and social life in Higher Education (HE). Research also indicates that non-disabled international students experience a wide range of cultural and linguistic difficul...
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About the author
Tara Goldstein is a professor and playwright in the Department of Curriculum, Teaching and Learning at the Ontario Institute of Studies in Education, University of Toronto. She is also the Founding Director of Gailey Road Productions, a theatre company that produces research-informed theatre on social and political issues that affect us all. Tara graduated from the MFA Playwriting Program at Spalding University, Louisville, Kentucky, in November 2006. Tara’s historical drama Lost Daughter won the 2005 Canadian Jewish Playwriting Contest and was produced by Gailey Road at the 2008 Toronto Fringe Festival. Harriet’s House, a contemporary drama about international adoption in a same-sex family, was produced at Hart House Theatre in July 2010, and has been published as part of Tara’s book Staging Harriet’s House: Writing and Producing Research-Informed Theatre (Peter Lang 2012). Ana’s Shadow, the sequel to Harriet’s House, was recently published in Canadian Theatre Review (Issue 151, Summer 2012). Both Harriet’s House and Ana’s Shadow have been professional digitally recorded and will be available for downloading along with discussion guides for the plays in June 2013 at www.gaileyroad.com. In addition to her work for the stage, Tara has written seven research-based plays on the schooling of minority high school and university students, which have been used in university and high school classrooms across Canada, the United States and Australia. Tara is a member of the Playwrights Guild of Canada (PCG), was the Chair of PCG’s Women Caucus from 2010-2012, and participated in the 2012 Women Playwrights International Conference in Stockholm, Sweden. Tara also organized Women Writing Letters, a fundraising literary event for Gailey Road that takes place four times a year. Women Writing Letters is in its third season.
Tara Goldstein is a professor and playwright in the Department of Curriculum, Teaching and Learning at the Ontario Institute of Studies in Education, University of Toronto. She is also the Founding Director of Gailey Road Productions, a theatre company that produces research-informed theatre on s...
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